A well-designed programme of training is an vital element in the success of an organization.
It’s the first thing new employees come in contact with, and it assists in engaging employees already in the company by enhancing their skills and establishes the basis on which employees can be able to interact with the knowledge base.
To maximize your company’s training program, it’s crucial to be aware, understand and implement adult learning theories.
Following this post, you’ll be able to comprehend the theory of adult learning and be able to apply its principles into your company’s training program. By doing this you’ll be able to design programs that engage learners, cut down on time, and result in better employee performance.
Theories of adult learning: what are they?
There are many different theories of adult learning however, they all begin with the same basic idea that adults learn differently than children.
The way adults and children learn is different in a variety of ways:
- Adults are generally more self-motivatedsince they are aware of the importance of education. They often have a idea of what they want to achieve when they start studying. Children require higher levels of participation, since they’re less naturally driven in educational situations.
- Adults can draw on their knowledge base to grasp new concepts however, children often approach the subject with a blank canvas.
- Adults are more likely to manage themselves and grasp new concepts and children have a greater desire for guidance.
The theory of adult learning highlights the fact that programs for training have to be designed with adult learners in mind for them to be successful. There isn’t a single, unifying adult learning theory, but there are many theories that can meet the specific needs of different organizations.
1. Andragogy
Andragogy refers to the science and art of teaching adults, in contrast to teaching and learning which is the science and art of teaching children.
Developed in 1968 by Malcolm Knowles.
The theory of andragogy states that the adult learner
- It is far more suitable to manage the course of their learning rather than being a.
- Make use of their own experience and their life experiences to assist in their education.
- Engaged, current and willing to learn whenever the subject is important for example, in the new job or social position.
- Are looking to use new knowledge immediately to address problems they face in their lives.
- They must be able to participate in the planning and assessment of their experience of learning.
People who are not self-motivated or those who favor learning in a classroom over alternative learning, won’t find any value in this kind of learning. A few critics have pointed out that this method of learning won’t work in all different cultures.
In order to use andragogy in the classroom instructors must make sure that the classroom is conducive to collaboration, and with resources that cater to the learners’ needs. The instructor must explain why the lesson is essential to understand, using actual scenarios of the way this idea will benefit the person learning. Learning should occur by doing, not the repetition of information or memory.
A company can successfully employ andragogy to enhance its training programs by identifying the most common issues that learners may encounter in their new position as a learner, and then helping the student in finding solutions for those issues.
2. Self-directed Learning
The theory, also referred to as SDL was created around 1997 by D.R. Garrison and was based upon Malcolm Knowles’ theory of andragogy.
It incorporates concepts of how adults handle themselves, and creates an idea based on the assumption that an adult learner
- It is the student’s responsibility to discover the things they must learn. The student sets learning goals determines the materials they require develops and implements the learning plan. Then, they assess their own learning results.
- They will seek out people who could help them, such as teachers or mentors.
- They will be happy to be in charge of their own learning process, and taking the effort to make informed decisionsand apply learning into their daily routine.
This method of learning works well for subjects with specific black or white answers and not gray areas. For instance, a student might be faced with the need to be proficient in the language of their choice. Self-directed learning can be useful for this as they can use books, apps or even conversation groups to help learners to learn. They could also review their own progress and they will get clearly defined answers to whether or not they’re making use of the language correctly.
Learners must be able evaluate their own progress to assess how far they have come in their education and determine which areas they must focus on.
While SDL can be an effective training tool, it can be improved by having a teacher to assist learners. The trainer can be there to help learners in their self-assessment. They will also assist learners to determine the best place to begin their learning process, as well aiding the learner in accessing the tools that can best help them.
The facilitator serves more as an advisor and source of motivation rather than a teacher. They are accessible to help in the event of need, while providing the learner with the space that they require to direct their own learning.
Self-directed learning critics assert that self-directed learning may be challenging for certain learners, particularly students with little education, lack literacy skills, or who lack confidence in themselves.
The outcomes of SDL may differ from the intended or expected outcomes. Students may require longer time to fully engage with the topic than those with stricter curriculums.
This type of training can be an important part of a blended program, specifically in relation to improving your skills.
3. Transformational Learning
The theory, which was developed in 1978 by Jack Mezirow in 1978, is based on the capability to make use of learning in order to change the way the learner sees the world.
The theory suggests that by an instructor introducing new concepts as well as challenging assumptions and redefining perspectives, a student can:
- They can alter their perspective in profound ways that result in a completely new perspective.
- Are you confronted with a ‘disorienting problem or other information that could challenge their perception in such a way that they need to reconsider their position and employ the power of critical thinking to alter their views.
- You will have a much easier time recalling the lessons taught, since the change includes behaviors, thoughts and even beliefs.
